Score Four: Students, Schools, Streams, and the Bay

Quick Links: Program Overview PDF | Lesson Plans | Bilingual Lessons | Project Resources

What is Score Four?

Our Score Four series of transdisciplinary lessons and hands-on activities help teachers meet multiple curriculum requirements while inspiring environmentally savvy students. Using indoor and outdoor lessons and investigations, students assess factors that contribute to polluted stormwater runoff in their watershed and on their campus. They then plan and conduct an appropriate stormwater action project. Activities incorporate the scientific method, hydrological, biological and chemical processes, math, language skills, and analytical tools (such as tables, graphs, and maps). Geared towards high school students.

Student Stormwater Action Projects

Here we highlight a few schools that have participated in the program. Click on each school to see what they did!

Storm Drain Stenciling with High Point High School

Science teacher, Laura Hernandez, and her students stenciled storm drains with phrases like, “Keep Water Clean” and “Help Protect Streams,” to remind everyone that what goes down the drain has a direct impact on water quality.?Beltsville, Md.

Students stencil raindrops to indicate that rain will carry pollutants and trash into the storm drains and out to streams and rivers.
Science teacher, Laura Hernandez, with her students, as well as staff from Prince George's County Department of the Environment who came out to help.
Students stencil pictures of turtles and other aquatic animals that can be harmed when pollutants enter waterways.

Planting Native Landscapes with Northwestern High School

Kari Rowe, an English for Speakers of Other Languages (ESOL) teacher, and her students created two conservation landscapes in front of the school that not only beautify the campus, but also reduce stormwater runoff! The gardens are so successful, that the school has requested Ms. Rowe and her students plant more gardens! ?Hyattsville, Md.

The 1st Garden – 2016

Ramon Palencia-Calvo, Chispa Maryland, assists on planting day by showing students the proper way to plant.
The final design for this conservation landscape was created by ICPRB staffer, Rebecca Wolf.
Students chose this site for their conservation landscape. They decided that a garden in this space would reduce foot traffic, beautify the front of the school, and absorb runoff from the adjacent sidewalk.
Students measure and mark the size and shape of the garden area.
Students remove the top layer of grass which will be replanted in an area of erosion nearby.
Students work together to prepare the site for planting.
The garden after planting. Students planted over 60 native plants and shrubs.
Students chose this native plant and Maryland State Flower, black-eyed Susan (Rudbeckia hirta), for its bright yellow flowers and ability to attract butterflies.
Students chose this native plant, Joe-pye weed (Eupatorium maculatum), for its tall height.
The garden after 1 year.

The 2nd Garden – 2017

ESOL teacher, Kari Rowe, and some of her students celebrate their garden with several program partners.
Using native plants chosen by the students and with designs created by the students, ICPRB staffer, Nguyen Le, created a final design for the conservation landscape.
This is what the area looked like before. During a rain event, the rainwater will flow downslope to the left and flow into the drain.
Students work to remove the top layer of grass and any remaining weeds from the garden area. The grass that is removed is replanted in an area of erosion at another area on campus.
After removing the top layer of grass, the students placed black plastic over the garden area for 3 weeks to kill any weeds.
Students add organic compost to the garden area. Compost adds nutrients and beneficial microbes to the soil.
Students plant native plants that attract native butterflies, birds, and insects.
Students removed approximately 250 square feet of grass and planted 75 native plants and shrubs.
Students chose Phlox stolonifera, creeping phlox, for it's bright flowers and short height.
The garden after 3 months.

Growing a Food Forest with Parkdale High School

Science teacher, Malka Ostchega, and her students planted the beginnings of a food forest on their campus. The project site is on a steep slope with some areas of erosion that abuts the parking lot and nearby storm drains. The trees and shrubs they planted will reduce runoff by improving soil porosity and infiltration. ?Riverdale, Md.

Watch the video below to hear what students thought about their Score Four Student Stormwater Action Project.

Interstate Commission on the Potomac River Basin

Score Four: Students, Schools, Streams, and the Bay

What is Score Four?

Student Stormwater Action Projects

Storm Drain Stenciling with High Point High School

Planting Native Landscapes with Northwestern High School

Growing a Food Forest with Parkdale High School

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Score Four: Students, Schools, Streams, and the Bay

What is Score Four?

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Student Stormwater Action Projects

Storm Drain Stenciling with High Point High School

Planting Native Landscapes with Northwestern High School

Growing a Food Forest with Parkdale High School